The Difficulties of Theoretical and Applied Learning for Mathematics Subject in Primary Schools

Abstract

Mathematics one of the important subject in primary schools, it is the best criteria for evaluating the ability of students level for learning and understanding. The problem is the students felt weakness and anxious in mathematics subject especially those students in the grade one to three, moreover, sometimes they fail in mathematics become to a factor to fail other scientific subjects, for these reasons the teachers should be teaching mathematics carefully and use modern methodologies for teaching mathematics. This study aims to find the factor of difficulties of teaching mathematics in the primary classes as well as the complexities in the mathematics curriculum in these classes. For addressing this issue, we use a sampling method for collecting data and analyzing method for analyzing data collected. For collecting real data, ten relative questions proposed then answered by one hundred teachers through their experience and their knowledge. The result of the study shows that the mathematics subject needs to improve through teachers' experience and to improve the mathematics curriculum. Moreover, this results leads for the teachers to solve general issues of mathematics in the primary school, especially among grade one to grade three.

A Case Study for the Use of Technology Supported Graphical Organizers in Preschool Children’s Problem Solving

“…It is known that visual support and learning by doing is crucial for learning computer programming in early ages (Wakil, Khdir, Sabir & Nawzad, 2019;Walshatri, Wakil, & Bakhtyar, 2019), a basic step for introduction to problem solving. Scaffolding with visual support in classroom such as using interactive whiteboards enhances children's learning, conceptual understanding and accomplishing tasks (Maryam, Sören & Gunilla, 2020) so their findings also show the crucial role of visual support in early childhood and also they are in consistent with this study's results.…”

Examination of Mathematics Course Achievements of Students who Took the High School Entrance Exam in terms of Different Factors

“…In this context, it is very important to determine the success levels of the students in the mathematics course within the application area of the newly implemented LGS exam system. Because, especially in the field of mathematics education, the poor academic performance of students is considered as the most important problem in this field and it is seen as a subject that should be emphasized frequently (Algani & Eshan, 2019;Peker & Mirasyedioğlu, 2003;Walshatri, Wakil, & Bakhtyar, 2019). There is no doubt that the effectiveness of mathematics education can be significantly improved if the variables known as important predictors of motivation in mathematics are adequately addressed.…”

Evaluation of Students’ Opinions on Mathematics Teaching Process Designed According to Multiple Intelligence Theory

“…Accordingly, the topic of trigonometry has been the 5 th subject among the most difficult topics that the students participating in the study have ever seen. In order to achieve meaningful learning, teachers need to be aware of students' learning difficulties in mathematics teaching and to plan the education and training process accordingly (Walshatri, Wakil, & Bakhtyar, 2019). Because, the teaching process, which is planned by considering multiple intelligence theory, has been shown to increase students' mathematics achievement, attitudes towards mathematics and permanence of information positively (Wang & Liu, 2018).…”

“…It is thought that contemporary approaches, which take into account the individual differences of students, should be adopted from the traditional education approach, especially in subjects such as trigonometry, where students have difficulties in understanding operations and seeing these functions as functions (Güntekin and Akgün, 2011). Each teacher should apply the activities that appeal to different intelligence areas in the classroom environment, to allow students to learn in different ways (Walshatri et al, 2019). Because learning mathematics requires more than verbal-linguistic and logic-mathematical intelligence.…”